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Assistive Technology

“Assistive Technology” in the classroom as any device that a person with disabilities uses to overcome or mitigate obstacles to access. Using this definition, a wheelchair that enables a child to move from station to station, a microphone or hearing aid that helps him hear a lesson, and the magnify feature of the Microsoft 7 operating system that helps her navigate the computer and write an essay are all assistive technologies.

Following this line of reasoning an iPad, with accessibility features enabled and any of many apps for reading aloud, producing speech, or even improving fine motor skills could be considered an Assistive Technology. UDL, Universal Design for Learning, is not an AT, or Assistive Technology, as UDL describes a set of principles for making curricula accessible for all learners – not solely those with identified disabilities. Nor can you provide an iPad in a 1:1 model and assume that you have UDL and/or AT “in the bag” because careful thought and planning, along with effective implementation, are required for either definition to apply.

For a definition and explantion of assistive technology using family friendly language, please visit PBS (http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology/) where the term is defined and information is provided about how federal law impacts access to assistive technologies by students with special needs.

Tool kits to help families deal with common situations including Doctor Visits and Social Interactions from Autism Speaks: http://www.autismspeaks.org/family-services/tool-kits

Try Sandbox Learning to check out the site and get one free customized social story, according to Wikipedia "Social Stories are a concept devised by Carol Gray in 1991 to improve the social skills of people with autism spectrum disorders (ASD).[1]Social stories are used to educate and as praise. Social stories model appropriate social interaction by describing a situation with relevant social cues, other's perspectives, and a suggested appropriate response."

Universal Design

The most common example for UDL is that of a curb cutout that is commonly thought of as a help for people who use wheelchairs to navigate a sidewalk. In fact, the curb cutout also helps direct the flow of pedestrian traffic, ease navigation for those with limited joint mobility, children, parents with strollers, bicyclists, and inventory deliverers. A sidewalk that does not have these cutouts would not be considered as useful or well designed as a sidewalk with cutouts in logical locations.

CAST.org. (1999-2012). About UDL: What is universal design for learning. Retrieved from http://www.cast.org/udl/index.html“UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” (CAST, 2012). CAST.org links to online tools for educators to learn how to apply UDL to lesson development in order to serve all learners better – not just those with “special needs.”

Bookbuilder Model Books (http://bookbuilder.cast.org/model/) contain features that make online texts accessibly to all! The site give you the opportunity to create your own books as well.

Professional Development

EdWeb.net WebinarsA full listing of webinars on Autism from EdWeb.net and Eden Autism Services is available with registration at edweb.net. Sessions include characteristics of students with autism, working with families, and strategies for specific activities.